转移考评考核主体切实提高教学效率

考评考核机制是教育教学的指挥棒，它直接影响着教育教学的模式和内涵，决定着教育事业的发展方向。     

普通物理实验教学改革初探

普通物理实验教学是师专物理教学的一个重要组成部分。在教学改革中,普通物理实验教学也应同理论课教学一样需要进行改革。《中共中央关于教育体制改革的决定》要求教育要“面向现代化、面向世界、面向未来”,为九十年代以至下世纪初叶我国经济和社会的发展,培养具有现代科学技术和知识的合格人才。这是社会对教育的要求,也是我们普通物理实验教学改革的方向。而我们现行的物理实验教学在内容、方式、考核上还存在着一些不相适合的地方。有些地方没有引起学生的兴趣,充分地调动学生的积极性,没有充分地利用一些具有现代科学技术水平的仪器和设备,不能使学生充分地了解和掌握现代的科学技术;不能使学生独立地完成自己的实验设计和小制做;更主要的是不能使学生掌握科学研究的方法。因此,普通物理实验教学需要改革,根据自己的教学体会,拟对普通物理实验教学改革提出几点意见。     

信息技术与实验教学整合的研究

实验教学是高校教学工作的重要组成部分,在培养应用型、创新型人才方面发挥着十分重要的作用。本文提出信息技术与实验教学相整合,是实验教学模式改革的主要发展方向。引入信息技术,有利于改善实验教学环境,完善实验教学内容,达到不断提高实验教学质量的目的。     

关注适用性：地方高校教学水平评估的价值取向

价值取向决定着教育决策的制定,进而决定着教育实践的发展方向。教学评估价值取向直接关系到高校教学水平评估方案的制定及教学评估的效果。本文在简要分析高校教学水平评估价值取向的意义的基础上,简单阐述了适用性是地方高校教学水平评估的必然选择,进而探讨了如何建立适用性价值取向的地方高校教学水平评估。     

端正中师语文教育思想

教育思想是教师世界观的组成部分,是教育方针和教育规律在教师意识中的反映。它决定着教育方向,左右着培养目标,制约着教学工作,关系着人才质量,在教学改革中发挥着中枢作用。中师语文教学改革必须改革教育思想问题,要遵循教育方针,贯彻面向小学的原则,文道统一,加强基础,提高能力,发展智力,训练基本功,培     

刍议新课程背景下的发展性教师评价

一、前言教师是教育改革与发展的直接实施者,对教师的评价考核,直接指导教师的工作方向,直接影响着教师的工作积极性,直接决定着教师与学生的关系,直接决定教师实施的教育教学方式。可以说对教师的考     

迁安市实行自然实验考核评估取得显著成绩

迁安市１９９８年初步实现了对乡镇综合教办、学校、教师、学生实验教学的考核评估。促进了普及实验教学工作的深入开展,取得了比较好的效益。１促进了教育观念的转变实行小学自然实验教学考核评估,首次将学生的实验操作技能与学生成绩评定、教师教学效果、学校办学水平...     

药物分析实验教学改革与思考

药物分析实验是药物分析工作者从事药品检验的依据,直接决定着药物的安全和有效性判断.本文在前期教学工作的基础上,结合药物分析实验教学的现状,提出了从实验教材、教学方式和考核激励体制等方面对药物分析实验教学进行改革与思考,适应时代的发展,有助于培养学生创造性和较好地掌握实验技能.     

我国高等护理教育实验教学改革研究进展

目的:了解我国高等护理教育实验教学改革现状,明确改革方向。方法:文献研究法。结果:我国高等护理教育实验教学存在培养目标不能顺应时代发展,教学方式过于传统,实验教学定位不准、实验课程设置、配置资源、考核体系不完备等问题,需要不断改革与完善,以满足社会对高素质、具有创新能力的综合护理人才的需求。结论:深化实验教学改革,优化教学模式,培养具备创新能力的高素质护理人才是当前亟待探究的重要课题。     

端正中师语文教育思想

教育思想是教师世界观的组成部分,是教育方针和教育规律在教师意识中的反映。它决定着教育方向,左右着培养目标,制约着教学工作,关系着人才质量,在教学改革中发挥着中枢作用。中师语文教学改革必须解决教育思想问题。我们认为,现代中师语文教育要遵循教育方针,贯彻面向小学的原则,文道统一,加强基础,提高能力,发展智力,训练基本功,培养教学技能,从而造就开拓型的小学语文教师,为普及九年制义务教育服务,为提高基础教育质量服务。这样的语文教育思想是个多层次、多要素、序列化的综合体,制约着全部教学工作。     

介词due to和owing to的区别

在英语学习过程中，介词的学习和使用是比较重要的方面，需要在弄懂其确切含义的前提下，努力加以掌握，本文着重探讨了成语介词due to(因为）和owing to(因为）的相同和不同之外，以期引起英语学习者的注意，掌握好成语介词，进面为学习英语打好基础。     

从乐知到好知——鼓励是学习英语的关键

初二是抽象思维形成的阶段,我们应激发学生的学习热情,培养他们的积极性、主动性和创造性,使他们积极思维,善于思考,鼓励他们树立自信心。     

Learning to Draw and Drawing to Learn

Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away.     

Learning to manage and managing to learn

In this paper Fiona Reeve, Jim Gallacher and Terry Mayes of Glasgow Caledonian University, bring together two current themes in higher education, work‐based learning and the use of new technology in teaching and learning. The paper begins to explore their interaction by examining the ways in which new technology can help to overcome some of the barriers which exist to work‐based learning. To begin this analysis a general model of a WWW‐based learning resource is described which has relevance for a range of open learning contexts. A central aspect of this model is the use of communication technologies to promote the creation of learning dialogues. The way in which this general model might be applied to work‐based learning is then examined. Having suggested that such a model has much to offer work‐based learning, some of the constraints which might be encountered on implementation are then identified. Finally, the authors conclude that it is in promoting more and better forms of communication that new technology can contribute towards work‐based learning practice.     

学以致用 以用促学

读写脱节一直是中学语文教学存在的不良现象 ,也是语文教学低效的重要原因。如何使学能致用 ,以用促学 ?本文提出了读写结合的教学模式 ,并从三个环节对这一模式进行探讨。     

Learning to Read and Learning to Teach Reading

The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created.